Reading Analysis Stage 1

Reading Analysis
Reading Analysis: Stage 1

Materials Prepared slips with sentences which can be chosen from the best
authors of the country and which give the possibility of interpretation
on the child’s part.
A box
3 red circles and 6 black arrows which are blank. These correspond in
size to the First Analysis Chart.
Scissors
Purposes To introduce the sentence analysis work as an extension of reading.
Age 5 ½ and up
Preparation The Question Game
Presentation 1: Note: This can be done with one or two children.

Finding the
subjects and Before inviting the child, prepare slips for the child to read. All slips
actions are complete sentences, starting with a capital and ending with a
period.
Invite the child. Introduce the activity and have the child bring the box
with arrows and symbols. Adult brings the prepared slips.
Introduce the materials to the child, beginning with the red circles for
the verb as those are familiar to the child. Place them in a column in
the upper center of the table. Next show the black arrows and place
them in a column to the right of the circles.
Let the child choose one of your prepared slips. Ask the child to read it
and act it out and get a helper if necessary. For example: “Brad and
Drew play.” The child will act out dramatically.
Ask the child “What was the action?” (play). Cut out “play” and place
it on top of a red circle. Then ask: Who is it that plays? “Brad and
Paul”. Note that there are two people who played. Cut out “Brad”,
place a black arrow pointing away from the verb to the left and place
the slip at end of the arrow. Repeat with the other subject “Paul”. Place
the “and” in-between the two subjects.
Reading Analysis
Stage 1
Brad
and play.
Drew
If you have multiples objects or subjects, transpose them to see what

happens. In this case, the transposition would be “Drew and Brad
play.” Have the child act out if possible. Does it make a difference?
Repeat with slips that contain a variety of combinations, with up to 3

subjects and 3 objects. After the sentence has been analyzed, transpose
any multiples to see if it makes a difference.
When finished, place the slips in recycling or reading folder and return
materials to the shelf. There is no independent work.
Presentation 2: Adult prepares several slips before inviting the child. Invite the child
Finding the and bring the materials as before.
direct object
Have the child (or children) choose and read a sentence, for example
“The rat eats the cheese.” Ask the questions for the action and the
subject.
What is the action? Cut out “eat” and put on a red circle.
Who is it that eats?“ Cut out” the rat” then place arrow and label.
Next ask the question for the direct object:

The rat eats what? Cut out “the cheese”, add black arrow to the
right of the verb and place the label.
The eats the

rat cheese.
Reading Analysis
Stage 1
Transpose the subject with the direct object to see if it makes sense. If
it does, let the child act it out. Ask the child if it changes the meaning.
the eats The

cheese rat
. Return to the original layout and reread.
Repeat several more times with slips that may have multiple subjects
and multiple direct objects. In the beginning, the adult lays the arrow
and the child places the words. When the child catches on, they can do
both.
Presentation 3: Adult prepares slips in advance. Invite the child and bring prepared
Introduction to slips and the box with symbols.
the pronoun
Let the child choose a slip. Ask her to read it, act it out and get a
helper if necessary. “Joe tosses the baseball and Jen catches it.”
Analyze the parts of the sentence as follows:
What are the actions? Cut out tosses and catches and place on the
circles.
Find the subjects: Who is it that tosses? Who is it that catches? (Find
all the subjects first.)
Find the direct objects: Joe tosses what? “baseball” Jan catches
what? “it” (point out “it” stands for the baseball. (This is the only part
of the lesson that changes from what we have done so far)
Joe tosses the

ball
and
Jan catches it.

Reading Analysis
Stage 1
Once you have the original sentence analyzed, then transpose the
objects: Joe tosses it and Jan catches the baseball. Notice it doesn’t
make sense because you don’t know what it is.
Repeat several more times with different sentences. Return materials.
Presentation 4: Adult prepares slips ahead of time. Invite the child and layout
Introduction to materials as before.
the comma Have the choose a sentence and read it. Mother gathers the children
chooses a book, and reads it. (Don’t add the comma when writing the
sentence) Child reads and acts out, including friends if necessary.
Ask the questions as before placing circles, arrows and labels:
What are the actions? gathers, chooses and reads
Subjects: Who is it that gathers? Mother
Who is it that chooses? Mother
Who is it that reads? Mother.
Direct objects: Mother gathers whom? the children
Mother chooses what? a book
Mother reads what? a book
Since we don’t have another slip for “book”, point out that “it” refers to
the book and place it to the right of the last arrow.
Ask the child, where does the remaining “and” go? Place it between
first two objects and read: Mother gathers the children and chooses a
book reads it. Note that it doesn’t sound quite right. Move the “and”
slip to in-between the last two verbs and read. Let the child know you
really need 2 “ands”, but since we don’t have another, cut off a slice of
paper from the end, make a comma in red to highlight it, and place it to
the right of the first object. Let the child know that comma tells you to
pause slightly when reading. Reread the sentence, emphasizing the
pause.
Repeat with another example or two.

Reading Analysis
Stage 1
gathers the children ,
Mother chooses a book and
reads
it.
Control of Error None
Following None
Exercises
Pedagogical • In the primary, this is called reading analysis because the emphasis
Notes is still on reading. In the elementary, similar materials are used for
Sentence Analysis as part of the study of grammar
• These are considered simple sentences, (no clauses).
• The process of acting it out engages the emotions of the child. The
layout and pattern of the symbols give the child experience with the
style of the author. What is the heart of the sentence?
• Ultimately, these exercises are designed to help the child read, not
to teach grammar. As with function of words, we are just giving a
sensorial impression of grammar.
• Make a database of sentences so that you don’t have to keep writing
spontaneously. Take sentences from books the child has been
reading.
• There is no independent work with Stage 1. It is good for the child
to have some experience with the asking of the questions and the
layout of the circles and arrows before proceeding to stages 2 and 3.

Reading Analysis Stage 1

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Reading Analysis

Reading Analysis: Stage 1

Purposes To introduce the sentence analysis work as an extension of reading.

Preparation The Question Game

Presentation 1: Note: This can be done with one or two children.

If you have multiples objects or subjects, transpose them to see what

Repeat with slips that contain a variety of combinations, with up to 3

Next ask the question for the direct object:

The eats the

the eats The

Joe tosses the

Jan catches it.

Repeat several more times with different sentences. Return materials.

Repeat with another example or two.

gathers the children ,

Mother chooses a book and

Control of Error None

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